The following self-assessment survey
is a discrepancy analysis tool that asks you to self-assess your current
knowledge and use of specific coaching skills and information. The Likert-Type
scale ranges from 1 to 5.
1: no knowledge of or ability to use
2: little knowledge of or ability to use
3: moderate knowledge of or ability to use
4: consistent and solid knowledge of or ability
to use
5: advanced knowledge of and ability to use

COACH WORK COMPONENTS

Knowledge of

Ability to apply in your
work

Comments

Engaging Teachers and Administrators in Your Setting -
Strategies
to:

Negotiate entry to one-third or more of classrooms

1 2 3 4 5

1 2 3 4 5

Develop plan of relevant work with principal

1 2 3 4 5

1 2 3 4 5

Present concepts of new initiative in small groups

1 2 3 4 5

1 2 3 4 5

Communicate to teachers and administrators the resources a coach offers

1 2 3 4 5

1 2 3 4 5

Communicate progress to the larger community (including using existing
communication mechanisms)

1 2 3 4 5

1 2 3 4 5

Communicate with key leadership groups in the school

1 2 3 4 5

1 2 3 4 5

COACH WORK COMPONENTS

Knowledge of

Ability to apply in your
work

Comments

Adult Learning - Strategies to:

Identify a range of adult learning styles

1 2 3 4 5

1 2 3 4 5

Identify the learning styles of specific individuals in your school

1 2 3 4 5

1 2 3 4 5

Effectively respond to people regardless of their learning style

1 2 3 4 5

1 2 3 4 5

Support adults through the process of change

1 2 3 4 5

1 2 3 4 5

Group Facilitation - Strategies to:

Facilitate small groups
(4-12 persons)

1 2 3 4 5

1 2 3 4 5

Facilitate medium groups
(12- 40 groups)

1 2 3 4 5

1 2 3 4 5

Facilitate larger groups
(40 – 100)

1 2 3 4 5

1 2 3 4 5

Effectively deal with resistant behavior

1 2 3 4 5

1 2 3 4 5

Ensure that all members of a group participate and contribute

1 2 3 4 5

1 2 3 4 5

Facilitate group decision making

1 2 3 4 5

1 2 3 4 5

Help other groups to facilitate own group meeting

1 2 3 4 5

1 2 3 4 5

Professional Learning - Strategies to:

Conduct a classroom lesson while one or more teachers observe

1 2 3 4 5

1 2 3 4 5

Give and receive feedback following a classroom lesson

1 2 3 4 5

1 2 3 4 5

Organize a cycle of peer observation and reflection with a group of 4-6
teachers